SOW 2990 Understanding Relationships in the 21st Century
Department of Social Work, College of Professional Studies, University of West Florida
Fall 2008
Instructor: Paula Rappe, MSW, LCSW
Office: 85/146
Work #: 474-2378
E-mail :prappe@uwf.edu
Prerequisites/Co-requisites: None
Course Description: An introductory general studies course in behavioral science. Provides the student with a
theoretical understanding of human relationships focusing on the interrelatedness and effects of underlying
theoretical principles as they relate to individual, family and group interactions and their relevance in the 21st
Century. Explores the impact of technological advances on the underlying theoretical principles that guide
relationships. Utilizes a blended format to introduce the student to the Internet and Internet based learning.
Required Text(s):
Williams, B.K., Sawyer, S.C. & Wahlstrom, C.M. (2006). Marriages, families and intimate relationships. Boston, MA:
Pearson.
Course Topics and Student Learning Outcomes: This course will cover the following topic areas related to
relationships:
·
Foundations for Studying Relationships
·
Development of Relationships
·
Relationships across the Lifespan
·
Individual Differences
·
Basic Processes
·
Interactive Processes
·
Threats to Relationships
·
·
Relational Qualities
Maintenance and Repair of Relationships
Student Learning Outcomes: In keeping with UWF’s general education assessment plan, students completing
this course should develop the following abilities:
Critical Thinking:
•Integrate theory and practice skills necessary to work with diverse client systems.
•Apply knowledge of variables that affect relationship behavior.
•Apply theoretical concepts and effective practice skills with diverse populations.
•Critically analyze information obtained from texts, journal articles, reports or data.
•Distinguish between theory and scientific based practices.
1
•Evaluate the role of theory as it relates to human interaction.
•Analyze
the importance of relationship building in the 21st Century.
•Use social system concepts and frameworks to explain how individuals function in systems of various sizes
(families, groups, organizations, and communities).
Content:
•Identify variables that affect individual development and behavior.
•Identify bio-psycho-social variables that affect human behavior.
•Identify and describe the impact(s) of the changing societal structure (roles) on human relationships
•Identify the determinants of positive relationships on the micro, macro and mezzo level.
•Identify and describe the theoretical principles that underlie relationships and interactions on the micro, mezzo
and macro level.
Communication:
•Effectively and efficiently use the internet and other electronic sources of information.
Course Requirements and Grading: (100 Points)
Required Assignments:
Course Requirements and Grading:
Required Assignments:
Weekly Vocabulary and Chapter Quizzes (60%): There will be weekly vocabulary and chapter quizzes
covering the text material. The quizzes will be a combination of true/false and multiple choice and vocabulary
will be matching.
Remaining Point Assignment Options:
Discussion questions (30%): Each week you will be expected to post a question and respond to a question
within your assigned small group.
Introductions and Activities (10%): Completing your introductions and participating in group exercise
Introductions
Quizzes
There will be a quiz covering text readings each week. The quizzes will be a combination of true/false and
multiple choice) section which will cover general knowledge of the material.
Vocabulary Tests
Each week there will be a short matching test on vocabulary key words.
Internet Assignment
In each chapter there is an “On the web” section which gives an internet address for a particular informational
site related to the chapter. You are to visit the site and write one to two paragraphs as to what you thought about
the information contained in the site.
Discussion questions
2
The following grading scale will be utilized for this course:
93% or better
A
90% to 92%
A-
87% to 89%
B+
83% to 86%
B
80% to 82%
B-
77% to 79%
C+
73% to 76%
C
70% to 72%
C-
67% to 69%
D+
63-76%
D
60% to 62%
D-
59% or less
F
Teaching Philosophy and Classroom Structure. A variety of methods will be incorporated in this course
to assist students with deepening their knowledge of professional ethics, standards and their relationship to
the NASW Code of Ethics. Course material will be offered through lectures, the internet, guest speakers,
class discussions, and videos. Students are required to actively participate in the learning process through
small group activities that will be used to assist students understand information addressed in lectures and
the textbook.
UNIVERSITY OF WEST FLORIDA AND DIVISION OF SOCIAL WORK POLICIES
Withdrawal, Change of Grades, and Grades of Incomplete. Refer to the UWF catalog for policy and procedures.
Students should not assume the instructor will submit and incomplete grade if this has not been discussed and agreed
upon prior to grades being submitted. A contract between the student and instructor is required before an incomplete
grade can be given.
Special Technology Utilized by Students. Students will use technology including email, word processing and they
will learn to conduct scholarly research in electronic databases and searches within the library.
Expectations for Academic Conduct
Plagiarism. Students are expected to abide by the University of West Florida Plagiarism Policy. Those found
plagiarizing the work of others will receive an "F" in the course and may be subject to suspension from the
university. The Plagiarism Policy may be found at the following website:
http://uwf.edu/StudentAffairs/division/publications/PlagBroch.pdf
National Association of Social Workers Code of Ethics. The NASW Code of Ethics will be followed. Students
will especially honor client confidentiality when involved in agency based assignments. The NASW Code of Ethics
is found at the following website: https://www.socialworkers.org/pubs/code/default.asp
Student Code of Ethics. The University of West Florida Student Academic Conduct and Code of Ethics can be
found at the following site: http://nautical.uwf.edu/unitapp/publication/Pub.cfm?PubFormatID=759
Students with Special Needs. Students with special needs regarding access and completion of exams and
assignments should inform the professor the first week of class and make arrangements as necessary with Student
Services and the instructor. Information for students with special needs is available on page 14 from the Student
Handbook at http://nautical.uwf.edu/unitapp/publication/Pub.cfm?PubFormatID=759. Students with special needs
must schedule their exam(s) on the same day and time as the course exam is scheduled.
Use of APA Style. The American Psychological Associations style manual will be followed for all written
assignments in the Department of Social Work.
3
Standing of Social Work Majors. Social Work majors are required to complete all core courses with a grade of C
to be eligible for entry into Field Instruction and graduation.
Generalist Practice. Generalist practice means that social workers must be able to work with systems of various
sizes: individual, small groups, community, and organizations. Generalist practitioners use an eclectic theoretical
base. This means that they are comfortable with several different research-based theories of practice and can apply
these to best meet the needs of the client system. Generalist practice uses a problem solving approach (assessment,
planning, intervention, evaluation, termination and follow-up) and it is driven by systems theory. This means that the
generalist practitioner is able to intervene with multiple systems on behalf of the client. Generalist practice
knowledge and skills are transferable from one field of practice to another. Generalist practitioners use critical
thinking skills and practice life long learning.
Class Participation/Responsibility for Learning. Teachers, through course requirements, presentations and
activities, provide opportunities for students to learn. Students have the responsibility to participate, complete
requirements and expend the energy necessary to learn information and master skills. Grades are used as a measure
of the knowledge and skill level a student is able and/or chooses to demonstrate during a class. Getting grades is not
the sole purpose of a course, learning is. Learning requires the learner to stretch, grow and change behavior in some
manner. Thus, learning will involve some stress and exertion of energy.
4